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Le phénomène de l’écriture en Afrique est au coeur de l’essai « Proche Afrique » de Gérard Macé. Ce court texte a servi de texte-source dans le cadre de l’expérience de traduction (en huit langues) et de rétrotraduction (en français) intitulée Épreuves de l’étranger. Le but de cette contribution est double : d’une part, se pencher sur la pratique de l’écriture et en particulier sur ses manifestations en Afrique, telles qu’elles sont présentées dans « Proche Afrique » ; d’autre part, réfléchir à la traduction et à la rétrotraduction des termes liés à l’écriture dans le contexte de l’expérience Épreuves de l’étranger. Dans cet article, je me concentre sur l’arabe, la seule langue d’Afrique parmi les huit langues dans lesquelles l’essai « Proche Afrique » a été traduit. À travers une analyse des traductions arabes et de leurs rétrotraductions en français, je montre comment les termes liés à l’écriture ont subi les changements les plus notables lors du passage d’une langue à l’autre., The phenomenon of writing in Africa is at the heart of Gérard Macé’s essay « Proche Afrique ». This short essay served as the source-text for the translation (into eight languages) and back-translation (into French) experiment entitled Épreuves de l’étranger. The aim of this contribution is twofold : first, to delve into the practice of writing and in particular its manifestations in Africa, as outlined in « Proche Afrique » ; second, to reflect on the translation and back-translation of terms related to writing in the context of the Épreuves de l’étranger experiment. In this article I focus on Arabic – the only African language among the eight languages into which the essay « Proche Afrique » has been translated. Through an analysis of the Arabic translations and their back-translations into French I show how the terms related to writing underwent the most notable changes in the passage from one language to another.

Comment change l’apprentissage d’une langue d’après son statut de langue moderne vivante, de langue ancienne « morte » ou encore de langue construite « non-naturelle » ? À travers six études de cas, sept experts de langues vivantes (telles l’anglais et le français aujourd’hui, le russe pendant le XXe siècle, mais aussi le latin dans l’Antiquité), de langues anciennes (telles le latin et le grec ancien aujourd’hui) et de langues construites (telles l’elfique et l’esperanto) décrivent différentes méthodes et modèles d’enseignement. Les auteurs présentent leurs expériences qui sont fortement ancrées dans la réalité de la classe et/ou reconstruisent minutieusement les méthodes et instruments à dispositions des enseignants et des apprenants à une certaine époque. De la présentation des dispositifs didactiques de l’Antiquité gréco-romaine (E. Dickey) à l’intégration des arts performatifs et à la relecture d’anciens traités de rhétorique (J.-R. Lapaire), de l’application de méthodes directes à la classe de langues anciennes (F. Dell’Oro & A. Kolde) à la présentation du russe comme une langue « archaïque » à des fins didactiques (D. Zalesskaya), de l’apprentissage des langues complexes qui évoluent dans le temps et dans l’espace de l’univers fictionnel de J.R.R. Tolkien (D. Bador) à l’idéal d’une langue commune de toute l’humanité telle l’esperanto (S. Moret), il en ressort une image de continuité, où chaque expérience peut apporter une contribution à partager dans le domaine de l’apprentissage des langues étrangères. Concernant la question posée initialement, le volume montre qu’à l’épreuve de l’enseignement les différences entre les langues modernes, anciennes ou construites apparaissent moins nettes que ne le suggère le système d’enseignement traditionnel.

This document contains the revised version of theguidelines to carry out the fine-grained semantic annotation of modality in the WoPoss project.&nbsp

The SNSF project A World of Possibilities [WoPoss] aims at tracking the evolution of modal meanings in the diachrony of the Latin language. Passages expressing modal notions of ‘necessity’, ‘possibility’ and ‘volition’ are annotated following a pipeline that combines both automatic and fine-grained manual annotation. Texts are first gathered from different online open access resources to create the initial dataset. Owing to the heterogeneity of formats and encodings, the files are regularized before the implementation of the automatic annotation of linguistic features. They are then uploaded to the annotation platform [INCEpTION] which has been previously customized for the fine-grained manual annotation [Bermúdez Sabel, in press]. This second type of annotation is carried out following the WoPoss guidelines [Dell’Oro, 2019] and it also involves checking the automatic annotation for curation. In a third stage the files are automatically enriched with metadata. In this paper, we focus on the first two phases of the workflow – i.e. the gathering and automatic annotation of the texts and the fine-grained manual annotation –, which have been the core tasks of the WoPoss team in the first year of the project (2019-2020).

Background: A consensual definition of occupational burnout is currently lacking. We aimed to harmonize the definition of occupational burnout as a health outcome in medical research and to reach a consensus on this definition within the Network on the Coordination and Harmonisation of European Occupational Cohorts (OMEGA-NET). Methods: First, we performed a systematic review in MEDLINE, PsycINFO and EMBASE (January 1990 to August 2018) and a semantic analysis of the available definitions. We used the definitions of burnout and burnout-related concepts from the Systematized Nomenclature of Medicine Clinical Terms (SNOMED-CT) to formulate a consistent harmonized definition of the concept. Second, we sought to obtain consensus on the proposed definition using the Delphi technique. Results: We identified 88 unique definitions of burnout and assigned each of them to one of the 11 original definitions. The semantic analysis yielded a semantic proposal, formulated in accordance with SNOMED-CT as follows: “In a worker, occupational burnout or occupational physical AND emotional exhaustion state is an exhaustion due to prolonged exposure to work-related problems”. A panel of 50 experts (researchers and healthcare professionals with an interest for occupational burnout) reached consensus on this proposal at the second round of the Delphi, with 82% of experts agreeing on it. Conclusion: This study resulted in a harmonized definition of occupational burnout approved by experts from 29 countries within the OMEGA-NET. Future research should address the reproducibility of the Delphi consensus in a larger panel of experts, representing more countries, and examine the practicability of the definition.

This document contains the revised version of the guidelines to carry out the fine-grained semantic annotation of modality in the WoPoss project.

The guidelines of the Ancient Greek Dependency Treebank 2.0 have been written to annotate Ancient Greek texts. The epigraphic texts, however, pose a challenge for those carrying out morphosyntactic annotation: should we remain as close as possible to the actual epigraphic text, or represent it in an interpreted and normalized version? How should all epigraphic peculiarities which do not have standard editorial representation, such as, for example, punctuation marks, be treated? A small corpus such as that of the inscriptions of the Euboean colonies of Sicily of the archaic and classical period has allowed us to test different options and evaluate the annotation challenges. This contribution is the result of a discussion about the advantages and disadvantages of often opposed annotation possibilities. We present here our first proposal for an adaptation of the guidelines to analyse the morphosyntax of inscriptions, which we hope will stimulate discussion between epigraphists and linguists. In particular, we propose to try to stick to the epigraphic evidence as far as possible and therefore render its complexities (e.g., local alphabets, dialect variants not attested in literary texts, ellipsis, punctuation marks, and word forms which can be linguistically interpreted differently), while trying to preserve consistency with the annotation of literary texts.